Exploring the Impact of Online Peer-Editing Using Google Docs on EFL Learners' Academic Writing Skills: A Mixed Methods Study

Autor/inn/en	Ebadi, Saman; Rahimi, Masoud
Titel	Exploring the Impact of Online Peer-Editing Using Google Docs on EFL Learners' Academic Writing Skills: A Mixed Methods Study
Quelle	In: Computer Assisted Language Learning, 30 (2017) 8, S.787-815 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebadi, Saman) ORCID (Rahimi, Masoud)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2017.1363056
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Writing Skills; Academic Discourse; Mixed Methods Research; Peer Groups; Editing; Computer Software; Quasiexperimental Design; Writing Instruction; Foreign Countries; Pretests Posttests; Comparative Analysis; Language Tests; Teaching Methods; Multivariate Analysis; Computer Uses in Education; Semi Structured Interviews; Iran; International English Language Testing System + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; Discourse; Diskurs; Gleichaltrigengruppe; Peer Group; Redaktion; Textbearbeitung; Schreibunterricht; Ausland; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Multivariate Analyse; Computernutzung; Language tests; Englisch
Abstract	This article reports the results of a sequential explanatory mixed-methods approach to explore the impact of online peer-editing using Google Docs and peer-editing in a face-to-face classroom on EFL learners' academic writing skills. As the study adopted a quasi-experimental design, two intact classes, each with ten EFL learners, attending an IELTS course at a language institute in Sanandaj, Iran, were selected as the participants. IELTS academic writing task 1 and task 2 were used to assess the learners' academic writing skills, and a semi-structured interview was conducted to explore the learners' perceptions towards the impact of online peer-editing on academic writing skills. A paired-samples t-test, an independent-samples t-test, and a one-way MANCOVA were used to analyse the quantitative data. The results indicated that peer-editing both through using Google Docs and in the face-to-face classroom significantly developed the learners' academic writing skills, and that the former outperformed the latter both in the short and long term. Moreover, after controlling for the pre-tests, the two groups performed differently on the four areas of academic writing on both the post- and delayed post-tests. Thematic analysis, used to analyse the qualitative data, highlighted the learners' positive perceptions towards the impact of online peer-editing on academic writing skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01